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Visualization and Breathing as Means to Reduce Objective and Subjective Stress of Students during Exam Times

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  • Monique Landberg
  • Kristina Götz

Abstract

Exam stress is a highly prevalent topic for students. Knowing time-saving and short-term strategies to deal with exam stress might be highly beneficial. Hence, the present study examines if students can profit from stress reduction strategies (either visualization or breathing techniques) during a mock exam. If so, students can be encouraged to use these strategies for their own benefits during exam times. Fifty-four participants were recruited to the study. 79.6% of the group was female, the mean age was 20.37 years (SD = 1.39). Nineteen students were in the visualization group (35.2%), 19 students were in the breathing exercise group (35.2%) and 16 students were part of the control group (29.6%). Data analysis shows a small but significant reduction of stress in the breathing exercise group. We suggest further research strategies and implications for fostering mental health of students in higher education.

Suggested Citation

  • Monique Landberg & Kristina Götz, 2025. "Visualization and Breathing as Means to Reduce Objective and Subjective Stress of Students during Exam Times," European Journal of Education and Pedagogy, European Open Science, vol. 6(4), pages 1-6, July.
    • Handle: RePEc:epw:ejedu0:v:6:y:2025:i:4:id:30954
    DOI: 10.24018/ejedu.2025.6.4.954
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    References listed on IDEAS

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    1. Joanne Deborah Worsley & Andy Pennington & Rhiannon Corcoran, 2022. "Supporting mental health and wellbeing of university and college students: A systematic review of review-level evidence of interventions," PLOS ONE, Public Library of Science, vol. 17(7), pages 1-20, July.
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